Teaching Every Student in the Digital Age: Universal Design for Learning

Background of Book

• summary of 15 years of thought, research and development conducted by the Center For Applied Special Technology (CAST), which is a non-profit organization that uses technology to expand opportunities for all people
  • first half of the book lays out the foundation of UDL, including brain research, effective uses of new digital media in the classroom, and how insights about students who do not fit the mold can inform the creation of a flexible curriculum that helps everyone learn more effectively

• second half of the book addresses UDL's practical applications

• throughout the book there are references to digital tools, links to online resources, and templates to facilitate the implementation of UDL

Companion Web Site

http://www.cast.org/teachingeverystudent

What is Universal Design for Learning?

• UDL is a research-based framework for responding to individual learning differences
• There are 3 main principles of UDL that share one common recommendation: to provide students with a wider variety of options
  • to support recognition learning, represent information in multiple formats and media
  • to support strategic learning, provide multiple, flexible pathways for students' action and expression
  • to support affective learning, provide multiple, flexible options to engage students' interest and motivation
• the three UDL principles can help educators reach all students by the following 3 pedagocial steps:
  • set appropriate learning goals
    • what do you want your students to know and be able to do?
    • Big ideas/enduring understandings/essential questions
    • curriculum content based on students' assessed needs
  • choose and develop effective methods and materials
    • how are you going to teach the content?
    • how will you scaffold your students' learning using the gradual release of responsibility?
    • what teaching strategies will best impact students' understanding of the content?
    • what resource materials will be used?
    • what graphic organizers will be used?
    • what role will technology play in maximizing learning opportunities for all students?
  • Develop accurate and fair ways to assess students progress
    • when planning a teaching cycle, ensure that the assessment cycles includes diagnostic assessment (assessment for learning), formative assessment (assessment as learning) and summative assessment (assessment of learning)
    • when planning for assessment, ask yourself the following questions:
      • why am I assessing? (for learning, as learning, of learning)
      • what am I assessing?
      • what assessment method will I use?
      • how can I ensure the quality of this assessment process?
    • provide students with opportunities to engage in self-assessment